Abstract
The accuracy of learning results relies on the evaluation and assessment. The learning goals, including problem solving ability must be aligned with the valid standardized measurement tools. The study on exploring the nature of problem-solving, framework, and assessment in the Indonesian context will make contributions to problem solving assessment in Indonesian educational learning system. This review involved 32 studies that focus on problem-solving test development conducted in Indonesia and have the Indonesian version of the test. All tests are in the scope of certain subjects (mathematics, science, physics, and chemistry) and administered grade 7 to undergraduate level. Each test revealed a good value of reliability. Most of them have acceptable reliability score (r-value between .60 and .80) and high-reliability score (r > .80). Besides, they also showed content and construct validity (acceptable r value in Pearson product moment analysis and INFIT MNSQ index), but additional analysis is needed to fully develop the tests’ empirical evidence. All the tests are categorized as domain specific problem solving which focus on mathematics, science for junior high school, physics, chemistry, and biology. In addition, the topic coverage in the test should be improved and further studies about the measurement of problem-solving and test development are needed in the case of the Indonesian context.
Highlights
Based on the 21st-century framework, education is directed to learning and innovation skills such as problem-solving (Partnership for 21st-century skills, 2009)
The implementation of problem-solving skills in educational practice can be done in many aspects especially in the assessment process
In Indonesia, it was reported that 32 studies focused on problem-solving test development in specific topic based on curriculum and they are projected for high school to higher education level
Summary
Based on the 21st-century framework, education is directed to learning and innovation skills such as problem-solving (Partnership for 21st-century skills, 2009). The educational practice is trying to implement a learning strategy based on the stated problems (Ferreira & Trudel, 2012; Hung et al, 2012) and use assessment for evaluating problem-solving skills. There are many types of problem-solving assessment tools. Since the theory of problem-solving develops rapidly through many research and Participatory Educational Research (PER), 9 (1);116136 January 2022 studies, the assessment tools of problem-solving varied. There is various problem-solving assessment in terms of their forms (i.e., computer and paper-based test), settings, and background frameworks. Exploration of the terminology of problem-solving must be made to get the necessary knowledge for assessment study. One theory may contradict with others, which makes the identification process becomes critical for starting problemsolving assessment study
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